Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis
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7.2 Research Design and Methods
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7.2.1 Research Context and Participants

7.2.1 Research Context and Participants

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This phase of the study was conducted at the observed school, an international institution in Budapest that offers English as a medium of instruction and follows the national curriculum of England. The school serves a culturally and linguistically diverse student body and implements the curriculum across Key Stages 2, 3, and 4—covering Years 5 through 10 and students aged 9 to 15.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The teaching materials analysed were those used in English language lessons across these year groups. Rather than using standard textbooks, teachers selected materials from two widely used British curriculum websites: the Hamilton Trust (https://www.hamilton-trust.org.uk) for Years 5 and 6, and Twinkl (https://www.twinkl.hu) for Years 7 to 10. Both platforms offer structured schemes of work aligned with the curriculum of England and include full lesson packs for each academic term. These packs typically contain PowerPoint presentations, worksheets, and teacher guidance materials. Each unit addresses fiction, nonfiction, or poetry and integrates reading, writing, grammar, vocabulary, and spoken English components. The PowerPoint slides are central to the lesson structure, while the use of accompanying worksheets and teaching ideas is left to individual teacher preference.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To ensure coverage and representativeness, a range of units was selected from across the year groups and genres. Specifically, two fiction, two nonfiction, and two poetry units were randomly selected for Years 5 and 6. For Years 7, 9, and 10, two fiction and two nonfiction units were chosen. For Year 8, three fiction units and one nonfiction unit were included (non-randomly, as only one nonfiction unit was available). In total, 2,397 pages of material were analysed, counting each PowerPoint slide and worksheet page individually.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The fiction units featured British and American literary texts, including novels, novellas, short stories, prose, poetry, and plays. Nonfiction materials consisted of reading passages, essays, letters, articles, and brochures. The poetry units included a range of modern and classical works with embedded instruction on literary devices and SPaG (spelling, punctuation, and grammar). The decision to focus on middle and upper primary years was informed by both prior research and my own teaching experience. Materials at these levels tend to demand greater linguistic and cognitive maturity, increasing the likelihood of encountering content relevant to CDA and ICC, particularly in relation to deep culture and critical reflection.
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